Advanced Placement European History

Planned Instruction for Social Studies

Course:  Advanced Placement European History

National Standards:

            NCSS 1  A, B, C                     Culture

            NCSS 2  A – F                        Time, Continuity, and Change

            NCSS 3 A, B, C, G, H, I           People, Places & Environments

            NCSS 5  E, F, G                      Individuals, Groups, & Institutions

            NCSS 6  A, C, D, F, G,  H         Power, Authority, & Governance

            NCSS 7  D, H                          Production, Distribution, & Consumption

            NCSS 8 A, B, C, D                   Science, Technology & Society

            NCSS 9  A, B, C, D, E, F           Global Connections

PA Core - Reading and Writing for History and Social Studies:

8.5 Reading Informational Text

8.6 Writing         

Course Description:

The goal of the high school social studies program is to develop citizens who will be able to participate in a culturally diverse, democratic, global society. The social studies program provides an integrated study of history, geography, civics, economics, and related social studies disciplines.  The program emphasizes active learning strategies, research and inquiry skills, as well as critical thinking, reading, and writing.

This course offers an in depth examination of European history from the Renaissance to the modern era.  Topics of study include:  The Renaissance, the Protestant Reformation, the Age of Religious Wars and Counter Reformation, the rise of absolute monarchs, the Age of Reason and Enlightenment, the French Revolution and Napoleon, the Age of Revolutions, the Industrial Revolution, the rise of European nationalism and expansionism, World War I, the rise of Fascism, World War II, the Cold War, and modern Europe.  The role of geographic, social, economic, and political development will be integrated into the topics studied.  The student will be able to analyze primary and secondary documents, identify cause and effect relationships, and provide explanations for current issues facing the European people based on past experiences and events.  This course will prepare students for the Advanced Placement European History exam.

Specific and measurable objectives directly related to the academic standards to be achieved by the students:

The specific objectives for this course are delineated in the Upper Moreland Township School District Social Studies Scope and Sequence based on the standards set forth in  Expectations of Excellence:  Curriculum Standards for Social Studies published by the National Council For The Social Studies (NCSS).  Specific objectives are also listed in the corresponding Pennsylvania State Standards for History, Geography, Economics, and Government.

Content to be used to reach objectives:

In order to provide a meaningful social studies education that encourages active and differentiated learning a variety of instructional strategies, activities, and materials will be utilized.

Materials:

Text & Digital Resources:

Spielvogel, Jackson. Western Civilization Since 1300. AP® Version. 10th ed. N.p.: Cengage, 2016.

Ancillary materials

Supplementary reading and media resources

Web based resources 

Cengage digital resources, including Mindtap and Fast Track to a 5 


Instructional Activities:

In order to achieve the stated goals the following best practice strategies will be utilized:

  • opportunities to investigate topics in depth

  • opportunities to exercise choice and responsibility by choosing topics of inquiry

  • the exploration of open-ended questions that challenge thinking

  • active participation

  • modeling, scaffolding

  • Big 6 research techniques

  • independent inquiry and cooperative learning

  • observing, discussing, and debating topics and issues

  • the use of written materials, primary and secondary source documents

  • audio-visual presentations

  • Document analysis and argumentation

  • effective use of technology to develop reading and writing skills

Estimated Instructional time to be devoted to achieving objectives:

Approximately 86 minutes per day, on an alternating block schedule

Procedure for measurement of student progress on the stated objectives:

A variety of assessments will be used to measure student progress.  These include:

  • Classroom discussions/participation

  • DBQ (Document Based Question) assignments with accompanying rubrics

  • Debates with accompanying rubrics

  • Entrance and Exit slips

  • Homework

  •  Independent research

  • Individual and group projects with performance based rubrics

  • Journals

  • Formative and Summative tests and quizzes

  • Oral presentations with accompanying rubrics

  • Portfolios

  • Turning Point Essays

  • Quick write activities

 An explanation of how student grades will be determined: 

A student’s grade will be determined through a minimum of seven assessments per marking period.  In keeping with the idea that students learn in a variety of ways a minimum of three different types of assessments will be used to determine the student’s grade. Classwork and homework will be weighted 30% of the overall grade. Quizzes and tests will be weighted 70%.